Working with the divides : Two critical axes in development for transformative professional practices

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Working with the divides : Two critical axes in development for transformative professional practices

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Publication Article, peer reviewed scientific
Title Working with the divides : Two critical axes in development for transformative professional practices
Author Avery, Helen ; Nordén, Birgitta
Date 2017
English abstract
Purpose: The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness. Method: Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared. Findings: Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches. Limitations: However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers. Practical implications: Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability. Societal implications: Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels. Value: The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.
DOI https://doi.org/10.1108/IJSHE-03-2016-0039 (link to publisher's fulltext.)
Publisher Emerald
Host/Issue International Journal of Sustainability in Higher Education;5 : Special issue on Professional Development in Higher Education for Sustainable Development
Volume 18
ISSN 1467-6370
Language eng (iso)
Subject sustainability transitions
ESD competence(s)
academisation
higher education
whole institution development
professional development
Academisation, ESD competence(s)
concrete institutional pathways
University Educators for Sustainable Development report UE4SD
vocational programmes
sustainability science
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/23639 Permalink to this page
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